<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792022000100112</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v18i49.10649</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS SABERES PROFISSIONAIS DOS PEDAGOGOS E AS TECNOLOGIAS DIGITAIS NA UNIVERSIDADE FEDERAL DE SERGIPE]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PROFESSIONAL KNOWLEDGE OF EDUCATORS AND DIGITAL TECHNOLOGIES AT UNIVERSIDADE FEDERAL DE SERGIPE]]></article-title>
<article-title xml:lang="es"><![CDATA[EL CONOCIMIENTO PROFESIONAL DE PEDAGOGOS Y TECNOLOGÍAS DIGITALES EN LA UNIVERSIDADE FEDERAL DE SERGIPE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Alana Danielly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrete]]></surname>
<given-names><![CDATA[Anne Alilma Silva Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Willian Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade São Luís de França  ]]></institution>
<addr-line><![CDATA[Aracaju Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792022000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792022000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792022000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo tem por objetivo problematizar a construção dos saberes profissionais sobre as Tecnologias Digitais de Informação e Comunicação (TDIC) no curso de Pedagogia da Universidade Federal de Sergipe. A partir de Tardif (2019) e compreendendo que o digital está inserido em todos os espaços da sociedade e, consequentemente na educação, investigar o itinerário formativo sobre TDIC dos docentes, discentes e dos egressos do curso torna-se essencial. Com isso, por meio de uma pesquisa qualitativa com viés exploratório, chega-se à consideração de que a apropriação das TDIC, intrínsecas à formação profissional do Pedagogo (universitária), não podem desprezar os saberes vivenciais ou experienciais, tendo em vista que a construção e mobilização dos saberes ocorrem no diálogo entre o Conhecimento Universitário, os Saberes Profissionais e os Saberes Docentes. Também foi possível perceber a emergente necessidade de políticas públicas para a integração das TDIC nos espaços formativos, para que os docentes e discentes possam diversificar as estratégias de ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aims to problematize the construction of professional knowledge about Digital Information and Communication Technologies (DICT) in the Pedagogy course of the Universidade Federal de Sergipe (Federal University of Sergipe). From Tardif (2019), and understanding that the digital is inserted in all spaces of society and, consequently in education, investigating the training itinerary on DICT of professors, students and course graduates becomes essential. Therefore, through a qualitative research with an exploratory bias, it is considered that the appropriation of DICT, intrinsic to the professional training of the Educator (university), cannot disregard the experiential knowledge, considering that the construction and mobilization of knowledge occurs in the dialogue between University Knowledge, Professional Knowledge and Teaching Knowledge. It was also possible to perceive the emerging need for public policies for the integration of DICT in training spaces, so that teachers and students can diversify teaching and learning strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo tiene por objetivo problematizar la construcción de los conocimientos profesionales sobre las Tecnologías Digitales de la Información y Comunicación (TDIC) en el curso de Pedagogia de la Universidad Federal de Sergipe. Según Tardif (2019) y entendiendo que lo digital esta insertado en todo los espacios de la sociedad y, en consecuencia, en la educación, investigar el itinerario formativo sobre TDIC de los docentes, alumnos y egresados del curso se convierte esencial. Con eso, a través de una investigación cualitativa con sesgo explorativo, se trata de considerar que la apropiación de las TDIC intrínseco a la formación profesional del pedagogo (Universitario), no puede desconocer el conocimiento vivencial, dado que la construcción y mobilización del conocimiento ocurren en el dialogo entre el conocimiento profesional y el conocimiento del docente. También fue posible percibir la necesidad emergente de políticas públicas para la integración de la TDIC en los espacios de formación, de modo que los docentes y estudiantes puedan diversificar las estrategias de enseñanza y aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[formação profissional]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia digital de informação e comunicação]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[professional training]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[digital information and communication technology]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[profesional]]></kwd>
<kwd lng="es"><![CDATA[pedagogia]]></kwd>
<kwd lng="es"><![CDATA[tecnología de la información y la comunicación digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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